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English Language & Composition

For new AP teachers

As the largest AP exam constituency, English Language and Composition students rely upon emergent and experienced AP teacher-scholars like you. To ensure that you feel empowered to facilitate their development, we will pursue an ambitious agenda that first examines what is new. As such, each of you will work collaboratively and individually to do the following by week’s end:

  •  Internalize the Course Framework, a scaffolded articulation of the existing AP Course in terms of Big Ideas (Rhetorical Situation, Claims and Evidence, Reasoning and Organization, and Style) and their long term takeaways,” Enduring Understandings as well as Course Skills and their companion Essential Knowledge Statements
  • Develop curricula for at least two of the nine model units in the Course and Exam Description Binder
  •  Review AP Resources and Supports, particularly Personal Progress Checks, digital review resources for your students that are aligned to the nine model units; Progress Dashboard; and AP Question Bank
  • Explore approaches to organizing the course, selecting materials, and facilitating learning, and
  • Examine the exam and its scoring, particularly what the scoring guides and rubrics can teach us about what our students need to know and do.

As part of this process, I ask you to approach course design from the perspective of a learner, working through the process as you would ask your students to do, so you may:

  • Create or revise an AP Language course with a skill-based assignment sequence that reflects the new course articulation, elucidates your goals, and enables students to hone the language power upon which they will build in college
  • Query your feedback mechanism and the interplay between grading, assignment goals, and revision  
  • Explore the concept of genre awareness and how you can use it to better prepare students for the diverse writing tasks they will face in college
  • Unpack the art and science of synthesis, revisiting how you ask students to demonstrate it
  • Expand your argument tool box, and
  • Revisit the ways in which you ask students to demonstrate their rhetorical awareness.


Consultant: Sherry Wynn Perdue

Sherry Wynn Perdue, English Language consultant

Sherry Wynn Perdue, Ph.D., is a writing center director, a Writing and Rhetoric faculty member, and an AP English Language and Composition consultant and table leader. In September 2020, she assumed leadership of the International Writing Centers Association, which serves writing center professionals and tutors all over the world. To nurture these endeavors, she earned graduate degrees in English/American Studies (Michigan State University) and Educational Leadership (Oakland University) and attended the School of Criticism and Theory (then at Dartmouth College). 

Dr. Wynn Perdue’s publications on evidence-based research in writing centers, the unique needs of dissertation writers, information literacy, and undergraduate research have appeared in The Writing Center Journal, Education Libraries, Journal of Academic Librarianship, and Perspectives in Undergraduate Research and Mentoring. In addition to composing her own scholarship, she has served as Co-editor of The Peer Review, Managing Editor of The Oakland Journal, and Editor of Re-Visions: Journal of the Women’s Studies Program at Michigan State University and The Oil Pipeline Monitor. For the last decade, she has maintained WriteSpace, a website devoted to all things AP Lang. She also runs her own editing, ghostwriting, and consulting business.

When not teaching or consulting, Sherry is mentoring researchers, collaborating with high school teachers, or presenting her research at conferences. In her fleeting spare time, she takes long walks with Pike, her Standard Poodle, and composes her memoir, Married on a Monday—7 ½ Years Later—and Other Quirky Tales of an Academic Storyteller.

Physics 1

For new and experienced AP teachers

This APSI is designed to get new AP teachers ready for the course, and to allow experienced teachers a chance to expand on their skills in the classroom. During the week I will model how my classes are run by using Google Classroom and Zoom. We will aim to have our session be as lively and interactive as possible even in this virtual setting. Through a variety of asynchronous and synchronous sessions  we will look at the course description, set a pacing guide for our classroom, learn how exams are graded, find ways for out student to earn the most possible points on FRQ’s, and design practice for our students that can be implemented during the school year. Participants will work with: the AP Classroom page, sample student responses, Instructional Planning Reports and the AP 1 Workbook to gain new resources to bring into their classroom.  Participants will leave this session having: built new connections to other teachers, access to new resources, and new inspiration for teaching AP in the fall.


Consultant: jenny podel

Jenny Podel, Physics 1 consultant

My name is Jenny Podel and I have taught AP Physics since 2014 in Northampton Massachusetts. For several years I have taught all 4 AP Physics courses, and I like to spice up my schedule with a regular level class as well.

I started attending the AP Reading a few years ago and had the honor to lead a virtual table in the creative online grading of 2020. During the creation of AP Classroom I assisted in reviewing and editing questions made for the personal progress checks. These questions debuted on the AP C Electricity and Magnetism classroom page. I also worked as part of the team that created the AP Physics 1 Workbook. Additionally, I have presented at The College Board’s “Pencils Down Conference” to show employees a model AP classroom experience. Currently I am a lead instructor for AP Daily online instructional videos. This is a college board initiative to support AP teachers and students during this time.

Outside of standard teaching and College board, I work with Mass Insight. This is a company that provides AP support to teachers and students in public schools throughout the New England region. My work with Mass Insight has included facilitating two day workshops for teachers, and leading saturday sessions that provide extra AP prep for students.  I also aid in the setting up and grading of mock AP tests for these schools.

Additionally I have taught at Smith College during the “Summer Science and Engineering Program.” I am a Smith College graduate, with a Masters Degree focusing in physics education. I have also earned several awards from Smith College and the Five-College consortium for my work in physics and astrophysics. Through this work I have presented at two international conferences. I have also served on a panel at the CUWIP (College Undergraduate Women in Physics) conference here in Massachusetts.

I am a brand new AP consultant, and am excited to introduce new strategies to teachers that capture students’ attention and teach pertinent skills and content. I very much value this opportunity to enhance my own pedagogy as well, by learning collaboratively from the experiences of those teachers participating in these workshops.



Environmental Science

For new and experienced AP teachers

The AP Environmental Science Institute will emphasize the new curriculum framework. We will develop an understanding of how the science practices tie together course content with skills students need to develop in order to think and act like scientists. The structure of the workshop will incorporate numerous lab experiences to demonstrate how to spiral content throughout the course and assess both content and science practices. Plan on a variety of field work, wet labs and activities that will get you and your students energized. We will explore a variety of instructional strategies to create a more inclusive AP science classroom. Engaging students by including strategies such as phenomenon anchored learning, modeling, activity before content and I2 allows for increased rigor and student success. Participants will have a clear path for what students need to know and demonstrate to be more successful on the AP exam and engaged environmental scientists.


Consultant: Amy Fassler

Amy Fassler, Environmental Science consultant

Amy Fassler has been teaching AP Environmental Science in Marshfield WI for 15 years. Her passion for, and knowledge of environmental science have made it one of the most popular courses on campus, attracting students from all levels.

She is proud of the success her students achieve on the national exam, but also that they leave her course as inspired, scientifically literate young adults capable of understanding complex environmental issues. In addition to classroom teaching, Amy coaches Science Olympiad and mentors a student research group.

Amy is involved in science education leadership at the state and national level. She has served in various capacities in exam development and reading, and was a part of the team that developed the new CED resources. Students and teachers alike have enjoyed the College Board review videos Amy produced, and she is thrilled to share her passion for AP Environmental Science with other teachers as a College Board consultant.


For new and experienced AP teachers

This course will focus on preparing students for the AP chemistry exam.  Participants will learn chemistry content and ways to teach in a face to face or online environment.  Content from all nine units will be addressed. Participants will perform lab and non-lab activities, with a focus on discussion and analysis.  We will explore the construction of the AP exam and scoring rubrics giving teachers a deeper understanding of how to prepare their students for it. Participants will score practice exams questions and have an opportunity to construct their own AP type questions.


Consultant: alice putti

Alice Putti, Chemistry consultant

Alice Putti currently teaches chemistry and AP Chemistry at Jenison High School in Jenison, MI. She is currently part of the AP Chemistry Test Development Committee, serving as a member at large and College Board Advisor. Since 2004, Alice has also served as a reader, table Leader, and question Leader at the AP Chemistry Reading. She has been an AP Consultant since 2013 and has presented at state and national conference.



For Biology teachers with 3 years or less of AP experience

This Biology Summer Institute is designed for teachers with limited experience teaching AP Biology.  Participants will learn about the AP Biology Curriculum Framework, how to incorporate inquiry into the AP Biology curriculum, and perform selected laboratory investigations and share ideas for implementing these activities in the classroom. Participants will conduct laboratories that will satisfy the requirement for 25% of the AP Biology course to be laboratory based. Planned laboratory activities include:

  • Big Idea 1: Hardy-Weinberg Equilibrium Modeling and BLAST lab
  • Big Idea 2: Photosynthesis with floating leaf assay, Cell Energy with Bio-rad Algae Beads, Diffusion and Osmosis
  • Big Idea 3: PCR and gel electrophoresis with Mini-One systems
  • Big Idea 4: Animal Behavior, Enzyme Catalysis

Participants will also learn about the changes to AP that took place in the 2019-2020 school year, including updated formative assessment tools for AP Biology teachers on AP Classroom. Teachers will leave this workshop prepared to successfully teach AP Biology, including audit approval, College Board curriculum alignment, and how to prepare students for the AP Biology exam.


Consultant: Jennie Edgar

Jennie Edgar, Biology- First-time consultant

Jennie Edgar teaches Physics and AP Biology at Eaglecrest High School in Aurora, Colorado. She served as an AP reader of both AP Environmental Science and Biology exams.  In addition to serving as a reader, she also works as an item developer for AP Biology.  Jennie is a National Board Certified teacher in Adolescent and Young Adult Biology.  She also conducts workshops in AP Biology, AP Strategies for Success in Science, and Quantitative Skills in Biology through the College Board.

Jennie honed her passion for science at the University of Michigan and earned her Master’s in Science Education at Montana State University-Bozeman. She served as a PST fellow for the Department of Energy’s Office of Science, a PLT facilitator, and a curriculum consultant. She is an avid skier and enjoys spending time with her family.

Biology Advanced Topics

For experienced AP teachers with MORE THAN 3 years of experience

The College Board redesigned the AP Biology curriculum recently (2012-2013) and some minor revisions in the fall of 2015, which included the laboratory component of the course being completely revamped, in conjunction with an increased emphasis on inquiry. Teachers have been adapting to new ideas and ways of teaching and learning about the Big Ideas, Science Practices, Essential Knowledge Statements and the L.O.’s or Learning Objectives.  Biology will offer you the following opportunities:

  • Perform and discuss the numerous labs and alternatives to these labs.
  • Receive the updated curriculum and resources from the College Board for the 2019-2020 year and updates and revisions that were done during the 2021-2022 school year.
  • Ideas how to modify an existing course for the upcoming new year after going through the new course for the first time.
  • The opportunity to share and receive hints for improving student achievement.
  • Discuss textbooks and other materials, equipment suggestions, and ordering information.
  • Opportunities to network and develop a support system with other members of your class.
  • Sharing ideas for lab reports and on how to make your class more student driven.
  • Reviewing of the scoring of the new FRQ’s and exam
  • Learning to use primary literature in the AP Biology classroom.

When you leave, you will have new skills, resources and ideas, along with the confidence that you are ready to teach a top-notch course!

  • Have access to your course materials. We will have a google drive to share our best practices.
  • Bring your thoughts about the year using the CED and the other resources
  • I will share a google drive with all resources I will share and used in my classroom.

To help you prepare for teaching AP Biology, and to refine and reflect, we will address:

Content and Science Practices:

  • Understanding the organization and using the Curriculum Framework
  • What topics will you teach? Discussion on order of topics. How do you tell your story?
  • How will you incorporate science practices into your daily teaching?
  • Using and incorporating Quantitative Skills in your course on a regular basis.
  • Pedagogical Strategies

Inquiry as a lab focus and the Science Practices.

  • The lab component focuses on utilizing the science practices.
  • Teach you ways to adapt existing teacher-directed labs to inquiry labs.
  • Identify what skills need to be taught to the students?
  • Lab “write up” ideas.
  • Lab Assessment ideas.
  • Other discussions

Conceptual Exams that incorporate Science Practices      

  • Elements of the exam. What do you include? What to focus on?
  • What experiences should you give your students so they are able to demonstrate conceptual understanding rather than simply factual knowledge?
  • Where to find test items and how do you design your tests in your classroom.
  • Grading and Exam review ideas.


Consultant: Mark Little

Mark Little, Biology Advanced Topics Consultant
Mark Little, Biology Advanced Topics Consultant

Mark Little had been a science teacher at Broomfield High School in Colorado for 32 years and has taught AP Biology for over 18 years and retired at the end of 2018.  He has been very involved with the AP Biology re-design, including and not limited to field-testing some of the laboratory investigations and helping with the new CED.  Mark is currently a member of the AP Biology College Board Instructional Design Team. He has been an AP Reader and Table Leader for over fifteen years at the reading along with being an item writer for the exam. He saw a need and also started the AP Environmental Science program at his school 9 years ago.  He also has taught Chemistry and Anatomy and Physiology. Mark received his BS degree from Colorado State University and his Masters from the University of Denver.

Mark incorporates the new curriculum framework ideas in his workshop and his focus for his institutes is to help the AP Biology come alive for students.  Mark was a member of the first cohort of the BSCS/NABT AP Leadership Academy and he incorporates the information learned in his workshops. He is National Board Certified and has been recognized for his teaching by receiving various awards, including the Outstanding Biology Teacher Award for the state of Colorado in 2005.  He works for National Math and Science Initiative (NMSI) and the Colorado Science Initiative, helping students and teachers prepare for AP science exams. He has been a College Board Consultant since 2014. Mark was President of the National Association of Biology Teachers (NABT) in 2013 and currently still very involved with NABT by holding a couple leadership roles including AP Section chair. I look forward to working with everyone this summer at Augsburg.

Computer Science Principles

For new and experienced AP teachers

Course Description:

During this AP® Computer Science Principles APSI, you’ll explore the course Computational Thinking Practices and the components of the curriculum framework, including the big ideas, enduring understandings, learning objectives, and essential knowledge statements. You’ll also learn about completing the digital activation process at the start of the school year that will help ensure that your students can register for AP® Exams, have access to AP® Classroom and digital portfolio. After attending this APSI, you’ll understand the skills students will need to demonstrate to be successful in the AP® Computer Science Principles course and exam, including completing and submitting the Create Performance Task.  You will learn how to incorporate the components of the curriculum framework, including the big ideas, enduring understandings, learning objectives, and essential knowledge, when building your curriculum.  Participants will gain deeper insight into the following key takeaways, among several others: Understand the Course; Plan the Course; Teach the Course; Assess Student Progress; and Engage as a Member of the AP® Community. In addition, specific attention will be paid to the following AP Classroom resources: unit guides, personal progress checks, AP® teacher community, and the AP® question bank.  This APSI will also include discussion of recruiting and broadening participation in computer science courses.


consultant: dan bonarigo

Daniel Bonarigo, Computer Science consultant

Dan Bonarigo has been teaching at Riverside Brookfield HS in Riverside, IL for 18 years.  He has spent 15 years teaching AP courses in total, the past 12 years in AP Calculus AB and the past 6 years in AP Computer Science Principles.  He has also served on the AP Reading for AP Computer Science Principles as a Reader, Table Leader and Question Leader.  In addition, he served as an AP Live presenter for AP Computer Science Principles during the spring of 2020 and has recorded content for AP Daily released early 2021.

Calculus BC

For new and experienced AP teachers

During this AP Calculus BC APSI, we will learn about the AP Calculus curriculum framework,
including the Mathematical Practices, Big Ideas, Course Content and Skills. We will explore the
use of AP Classroom, learn about the Audit process, and explore a variety of pedagogical
approaches to the delivery of the material and assessment of student progress and mastery.
Both AB & BC content will be developed, with an emphasis on the BC topics including Polar
Forms, Parametric & Vector equations, BC specific techniques of integration (partial fractions,
indefinite integrals, integration by parts), and Series. Participants will have a chance to request
specific topics for review and extension and topics will be differentiated as appropriate to
participant needs. Significant time will be spent ensuring that participants are comfortable with
the content in the course. Test prep will be covered, with an emphasis on helping students to
learn to communicate their methods clearly and completely, including time spent in mock
grading published student results.


Consultant: Ruth Miller

Ruth Miller, Calculus BC consultant

Ruth Miller is the Head of the Math Department at Kent Denver School in Englewood, Colorado.  She’s been teaching AP Calculus (off and on) since 1984, as well as AP Stats, Algebra I, Pre-Calc, and pretty much everything else that passes for math.  She has taught in both public & private schools for 40 years, in Ohio, California, Virginia and Maryland.  Ruth briefly taught History of Math (and Calculus & Statistics) at Towson University in Towson, Maryland, and enjoys using the History of Math to help students to understand the connections between how the discipline has developed and current practice.  She graduated from the University of Akron as an undergrad, and earned a BS from Johns Hopkins University.

For 18 years, Ruth has been an AP Reader, and has read both AB & BC papers, as well as International and Alternative exams.  She’s also served recently as a Table Leader.  Ruth has given numerous workshops and talks over many years, on subjects ranging from AP Calculus and Stats to the 9-Point Circle, The History of Algebra, and the Archimedes Palimpsest.

Ruth is an avid reader (a fan of Kurt Vonnegut, Jr. and Richard Russo), enjoys sailing and hiking, and is embarrassed to admit that she watches some subgenres of Reality TV.  She speaks German, and has taught math in German Gymnasium as an exchange teacher (Ruth loves to travel). Berlin is her favorite city (followed closely by Köln).  Ruth has 3 grown children who live in Denver, and Los Angeles.

Calculus AB

For new and experienced AP teachers

The APSI for 2021 will present unique and different learning opportunities for both teachers and leaders. The move to a virtual professional learning model will provide all participants with the opportunity to learn and grow in their online abilities and to help foster and develop competence in digital tools that will in the end help teachers and leaders find ways to connect with students and deliver material in multiple mediums. The workshop will definitely look and feel different from a traditional face to face summer institute, but the curricular outcomes and goals will be the same. This will be accomplished with a mix of synchronous and asynchronous work, including both individual and group opportunities. Success will be born of struggle, and if we believe in our goals, then we will achieve in our goals. 

During this workshop, participants will focus on the three big ideas for AP Calculus AB (Limits and Continuity, the Derivative, and Integration) and how those big ideas are developed and evolve through the AB curriculum.  Curriculum work will focus on teaching strategies, coverage, and pacing along with ideas for formative and summative assessments.  Wrapped around this curricular work will be a detailed examination of the 2021 AP Calculus AB exam and the scoring guidelines, scoring summary, and student samples.  Participants will come away from the workshop with a solid grasp of how points are earned on the exam and how using knowledge from the AP calculus reading can help inform and improve classroom instruction. Additionally during the week, instructional technology tools will be demonstrated and participants will have the opportunity to create interactive elements to be included during the academic year to help students make connections with the AP Calculus curriculum. 


Consultant: tom ahlschwede

Tom Ahlschwede
Tom Ahlschwede, Calculus AB consultant

This is my 21st year teaching and 14th summer as an AP Calculus Workshop Consultant.  I’ve participated in the AP Calculus reading eight times, including summer 2021.  I live and teach in Lincoln, Nebraska. My teaching load lately has been all AP Calculus (AB and BC) and AP Computer Science (Principles and A).  I have a great wife and two sons, one in college and one in high school.  In my free time I like to be outside, play golf, bike, work on home improvements, and relax.

Art History- June Online

For new and experienced AP teachers

course description:

Expect our workshop to be very active and engaging, with both full class discussions as well as breakouts.  By joining our APSI, you will also gain access to our Google Drive folder, with over 50 gigs of content I have produced to share with you. Our workshop is designed for everyone from teachers just getting started with the course, through seasoned veterans.  You can expect to leave our workshop with inspiration, enthusiasm, resources, and passion no matter what level of experience you have upon your arrival.

Using the Course and Exam Description provided, we will delve into the course curriculum including the Big Ideas, Skills, and the designated 10 Content Areas.  Here we will also discuss course planning and pacing as well as look into deadlines and examples of items needed for our course audit.

We will spend time looking at the various resources on AP Classroom, including test banks and teacher reports. In recent years, the format of the exam and specifically the essay questions have been regimented: we will spend time looking at what questions 1-6 are made of, and ways to help both teachers and students prepare for success on the exam in their written responses.

Throughout the class we will be reviewing and learning about works of art from the image set that range well-known pieces like the Sistine Chapel ceiling, through works that may be unfamiliar to participants such as the Court of Gayumars or Lintel 25 from Yaxchilan in order to incorporate teaching strategies and knowledge of content that will be helpful for new teachers as well as those with experience.  We will even take virtual field trips to museums to showcase additional teaching/learning strategies that can be incorporated into our teaching.   .


consultant: erin reiner

Erin Reiner, Art History consultant

Erin Reiner has been teaching visual arts in public high schools since 2000 in Missouri, Texas, Florida, Connecticut and Colorado. Erin has taught Advanced Placement Art History since 2003 and is also experienced in distance education and virtual high school within the course. Erin was a Reader for the AP Art History Exam from 2011 through 2014, and became a Table Leader in 2015 continuing in 2016.  Erin has been a Question Leader for the AP Art History readings in 2017, 2018, and 2019, where she is responsible for the pre-reading, setting of rubrics and scoring notes, presenting, writing College Board online and workshop content, and having oversight on the scoring of her own questions. Erin started consulting for the College Board in 2014 and has run Advanced Placement Summer Institutes and one-day workshops throughout the country. Erin has contributed various resources in the development of the newly redesigned AP Art History course through the College Board, and has continued to do so since the exam was redesigned in 2015. Erin has also run art history workshops throughout her school district and state of Colorado, including organizing tours for AP art history students at the Denver Art Museum. This summer Erin was also engaged as a high school instructor for Sotheby’s Summer Pre-College Institute in New York city for two weeks, in The Modern Museum class.

Erin loves working with and spreading her passion for art history to others including students in the classroom, adults at workshops, and art historians at the AP reading. Her teaching style is active, fun, and engaging, and she is always trying to expand the art history community. Her main desire is to get AP Art History into as many classrooms as possible, and make teachers and art historians feel prepared and passionate as well.  She is constantly developing resources to empower her students with the best education and preparation possible.

Personally, Erin tries to travel to view art as often as possible, recent highlights have been walking the Camino across northern Spain in 2017, visiting Mexico City for 10 days in 2018, and in the summer of 2019 could be found in England, France, Germany, Austria, Hawaii, and New York in her work teaching and sneaking away to view art.